Lesson Plan – Four Column Format

Title: Properties of Matter (Introduction) Content Area: Science

Teacher Name: Grade Level: Second Grade
Date: January 24, 2020 Time: 1:50-2:30 pm
OVERARCHING GOALS FOR THE LESSON: LESSON OBJECTIVES AND STANDARDS:

During the investigation, I can write what I observe about SC State Standards​:
solids, liquids, and gases. ​I would reword I can to "The 2.P.3: The student will​ demonstrate an understanding of the
students will write about what they observe about solids, observable properties of solids and liquids​ and the special
liquids, and gases." properties of magnets.

After the investigation, I can name whether something is a Performance Indicator:

solid, liquid or gas. ​I would reword I can to "The students will 2.P.3A.1 Analyze and interpret data from observations and
name/identify something that is a solid, liquid, or gas." measurements to describe the
properties used to classify matter as a solid or a liquid.

IMPORTANT CONTENT CONNECTION​: Describe the important concepts related to this lesson that students have as prior or
future concepts to learn.

Prior Concepts: ​I would add a little more information to this section. This shows that you have really thought about previous
concepts students have learned and therefore, you are utilizing those to help you plan out your instruction for this new unit
of study.
Prior to this lessons ​Students have learned about weather. ​They learned how to analyze and interpret data from observations
and measurements to describe local weather conditions. They also analyzed local weather data to predict daily and seasonal
patterns over time.
Students may use their prior knowledge of the water cycle. ​Students' prior knowledge about how water changes from one
form to another can be applied to concepts throughout this unit regarding additional properties of matter.

Future Concepts:
Students will go more in-depth learning about the properties of matter. In the next lesson, students will be introduced to
language used when describing properties of matter. ​This will allow students to describe materials by their observable
properties. This also will give students an opportunity to interact and work collaboratively throughout this unit, to encourage
scientific language.
IMPORTANT THEORETICAL CONNECTIONS & FOUNDATIONS​: Describe the important theoretical underpinnings of the lesson,
both general and content-specific theories of learning and development.
General: ​I would add a little description of Who's Doing the Work and why you chose inquiry based learning and why it's so
powerful for student learning.
Inquiry-Based Learning
Who’s Doing the Work?

Content-Specific:
Science 5E Learning Cycle: Engage, Explore, Explain, Extend, Evaluate
This planning model allows me to incorporate a variety of learning opportunities and strategies for students. With this in
mind, students can gain new ideas, gain new understanding, draw conclusions, develop critical thinking skills, and collaborate
with classmates through discussions and hands-on activities.
MATERIALS. ​List the texts, equipment, and other materials to be used by the students. List the materials, including equipment
or technology used by the teacher in presenting the experiences.

Materials:
Clear plastic cups (30)
Sticky-notes (minimum of 60)
Pre-made anchor chart
PowerPoint (may create for lesson organization)

Components of the lesson. Anticipated Student Teaching notes Evidence of learning​.

learning activities and key Responses​ and solution DIFFERENTIATION: list Evaluation points or
questions (and time strategies. (Potential Barriers adaptations for ELL, EC, LD assessment questions.
allocation) & Misconceptions)

Inquiry Question: 3-5 minutes

Directions: 1-3 Minutes
Explore Activity: 10-12 minutes
Transition to carpet: 1-2 min.
Teaching Moment: 10-12 min.
Reflection & Song: 5-8 min.
LINK PRIOR KNOWLEDGE​. I anticipate many students All students’ ideas to the I can evaluate students’ oral
Outline procedures for will want to share. I will pace inquiry question will be answers to the inquiry
activating prior knowledge my lesson by only calling on accepted and considered. question.
and student interest. roughly three students to
share. I will explain to
I will ask students the students that there will be
question, “What is the world more chances to share
made of?” Students will share throughout the lesson.
their ideas before an activity
and make any links to prior
knowledge.
INSTRUCTIONAL I anticipate that some Students will be asked to I will evaluate what students
STRATEGIES​. Outline what students will want to share write what they have written on their
the teacher(s) and students their ideas with others during notice/wonder on a sticky-note. I will also listen
will do to Engage & Educate. the activity. I will set clear sticky-note. There is no and take note of what
Active learning tasks. If expectations beforehand, correct answer and students students orally share.
required, include the script of explaining students will write may write anything
your lesson here. their ideas independently on pertaining to their
their sticky-notes before observations.
Engage: sharing with their table
I will begin my lesson by group.
posing the question, “What is
the world made of?” A few
students will share their ideas
on the carpet. I will also go
over directions and set
expectations before passing
out materials to prevent
distraction.

Explore:
Each table group will be
presented with six cups and
twelve sticky notes (three per
students). The first cup will
hold a rock/marble (solid), the
second will hold water
(liquid), and the third be
empty (gas). The other three
cups will be empty. Students
(called by table number) will
take turns pouring the
continents of each cup (solid,
liquid, gas) into an empty cup.
After each cup is poured,
students will write an
observation or wondering on
a sticky-note. Students will
use a Kagan strategy to share
before meeting on the carpet.

Transition to carpet.

Explain:
Students will put their sticky
notes on the anchor chart
(organized by cup). I will then
use the pre-made anchor
chart to name their findings.
The anchor chart will include
what matter is, that solids
have a definite shape, liquids
changing shape, and gasses
do not have a definite shape
(teaching moment).

Extend:
I will briefly have students
return to the inquiry question
and ask students to think of
other examples of the states
of matter. Students will also
learn the ​States of Matter
Song ​to remember what they
learned.

Evaluate:
Because this is an
introduction lesson, I will use
students’ sticky-notes as a
group assessment. Students
will be formally assessed in
future lessons.
REFLECT​ and ​SUMMARIZE​. I anticipate that student will The song will assist in helping I can assess students’
Outline how you will close. need to settle down before some students remember the examples of states of matter
dismissal. I will have students states of matter. The song and their understanding of
I will close by meeting as a sing the song ​States of Matter will be repeated throughout the song.
whole group to share ideas quietly and sitting on the the unit.
and learn a song that will be carpet. I may introduce hand
used throughout the unit as movements.
review.
EXTENSIONS/CONNECTIONS​. I anticipate this lesson will Future lessons in this unit will Although this lesson does
What other lessons does this provide students with a basic be differentiated during not have a formal
lesson connect to? understanding of the three small-group settings. I may assessment, I can assess
types of matter. This unit will use some of the data I collect students’ conversations,
This is the introduction lesson provide students with the during the introductory sticky-notes, and group
to a unit on the properties of prior knowledge they need lesson to begin to build these discussions.
matter. develop a deeper groups.
understanding throughout
the unit.
REFLECTION​: After the lesson, reflect on what went well and what didn’t go well. Write changes you might implement the
next time the lesson is taught.

**Changes made during the lesson/changes I would make for future lessons.

I would encourage you to add more to this section of your lesson plans after you teach this lesson. Reflection is a great way to
see what worked well and additional areas for growth. It also will help you to think about planning for the next day's lesson. :)

Make sure to project voice so that all students can hear. Test out and use a signal that works for my students. Maybe switch
up where I teach from (not always in the front of the room). Setting the expectations up-front prevented unwanted behavior
and kept students on task. Students love hands-on learning experiences!

I would be intentional about making a real-world connection the next time I taught this lesson.

Resource:
https://www.giftofcuriosity.com/states-of-matter-introduction/

Anchor Chart Ideas: